School University of the Visayas – Pardo Campus
Teacher Mary Sunsey A. Bacang
Time & Date 1:00PM-2:30PM
Grade 5
I. Objectives
Content Standard Content Standard
• Demonstrates understanding of processes • Demonstrates understanding of natural
(weathering and soil erosion) that shape the
Earth’s surface and their effects on living
things and the environment.
Performance Standards
• Participates in projects that reduce soil erosion
in the community.
Learning Competencies and Objectives
The learners should be able to describe how rocks
turns into soil S5FE-IVA-1
Learning objectives
At the end of the lesson the students will be able to:
a. demonstrate the process of weathering and At the end of the lesson the students will be able to:
erosion through their illustrations in the group
activity.
b. describe how rocks turn into soil through
weathering and erosion; and
c. develop an appreciation for the environment as
they understand the process of weathering and
erosion, and they will develop empathy by
considering the impact of these processes.
II. Subject Matter
Topic: How Rocks Turn to Soil.
References:
• K12 Curriculum Guide pp. 28&31
• Science Gr 456 (4th Quarter) Multigrade BOW
• Science 5 Self Learning Module
• https://youtu.be/YZfwa8ItpsM?si
=Aj3xm9JTxT3jIB3l
Materials:
• Visual Aids
• Realia Materials
• Videos and Pictures
Grade Level 5&6
Learning Area Science
Quarter 4
Grade 6
disasters and knowledge of emergency
preparedness during these disasters.
Performance Standards
• Makes an emergency plan and prepares an
emergency kit for use at home and in school.
Learning Competencies and Objectives
The learners should be able to describe the changes
on the Earth Surface as a result of the earthquakes
and volcanic eruptions S6ES-Iva-1
Learning objectives
a. depicts the changes on the Earth's surface due to
earthquakes and volcanic eruptions in their
group activity.
b. comprehends and explain the changes on the
Earth's surface as a result of earthquakes and
volcanic eruptions; and
c. appreciates the natural processes that shape the
Earth's surface and develop a sense of curiosity
and respect for these processes. They will also
enhance their teamwork and collaboration skills
through the group activity.
Topic: Describe the Changes on the Earth’s Surface as
a result of Earthquakes and Volcanic Eruptions.
References:
• K12 Curriculum Guide pp. 28&31
• Science Gr 456 (4th Quarter) Multigrade BOW
• Science 6 Self Learning Module
• https://youtu.be/0SK-
jYdEgfE?si=kSGa2IIo2eBrXad2
Materials:
• Visual Aids • Videos and
• Realia Materials Pictures
Skills: Skills:
• Analyzing • Attention to detail.
• Critical Thinking • Analyzing
Values: • Critical Thinking
• Appreciation Values:
• Responsibility • Appreciation
• Curiosity • Responsibility
Strategy: • Curiosity
• Collaborative Instruction Strategy:
• Interactive Instruction • Collaborative Instruction
• Interactive Instruction
III. Procedure
A. Preliminary Activity

• Prayer
• Energizer
• Classroom Management
• 1 minute of silence
• Checking of Attendance

B. Developmental Activities
Motivation

- The teacher will play the music and ask the students to stand up and dance “A Ram Sam Sam”
Review Review
T T
- The teacher will ask students the following - The teacher will ask students the following
questions: questions:

- What was the last topic all about? - Who among you here can recall our discussion
- Give me an example of rock formation. last meeting?
- Can somebody enumerate the layers of the
- The teacher will let the students read the earth?
objectives.
- The teacher will let the students read the
objectives.

Activity
G Activity
G
Water, Rocks and Soil! Simulating an Earthquake!

- The teacher will group the students in 2 groups. - The teacher will group the students in 2 groups.
- In this activity, the student will see how water - In this activity the teacher will let the student
affects breakdown of rocks to soil. perform on how do earthquakes occur?

Materials: Materials:
- Small and soft rocks samples. - 10 pcs. of books sheet of paper (preferably
- Glass jar half-filled with water. long coupon bond)
- Piece of clean cloth - Pencil small cards
- Rubber band - Eraser any small objects
What to do:
1. Put the small and soft rock samples that you have
prepared inside the glass jar half-filled with water then
cover it tightly.
2. Shake the glass jar for about 2 minutes.
3. Remove the cover of the glass jar. Replace it with
the piece of cloth tied at the brim of the bottle with the
use of the rubber band as shown in the illustration.
4. Turn the glass jar upside down to empty the water
in the bottle as shown in the illustration below. 4. Pull the two books slightly away from the other
books in the second pile.
5. When the water is gone, remove the piece of cloth
in the glass jar and examine the rock samples that you
placed inside.
- The teacher will ask the student the following
question:
1. What happened to the rock samples that you have
placed inside the glass jar?
2. Where did the small particle in the glass jar come
from?
3. What caused the rock to break in small pieces?
4. Are these small particles look the same with the
soil?
What you need to do:
1. Make two piles of book each with five (5) pieces of
books. Put a sheet of paper on top of the piles. Put
some objects on the paper like pencil and eraser or any
small object. The book will serve as the layers of
bedrock in the Earth’s crust, and the sheet of paper will
serve as the Earth’s surface.
2.Get the small cards and draw people, animals,
houses, buildings, and trees on each of them. Then,
slightly fold each half. Put the cards on top of the
paper.
3. Slightly pull the third book from the first pile.
5. Lift slightly the last book from the second pile.
- The teacher will ask the student the following
question:
1. What happened to the objects on the top of the paper
when you slightly pulled the third book from the first
pile?
2. What happened to the paper as you pulled, slid, and
lifted a book from the pile?
3. What will happen to the Earth’s surface when there
are movements in the layers of bedrock in the Earth’s
crust?
4. What usually happens when two blocks of the Earth
suddenly slip past one another or break apart from
each other?
Analysis
I I
- The teacher will play a video about the factors
on how rocks turn into soil.
- The teacher will present a visual aid and the
students must find the agents of weathering in
the word puzzle and the student will write their
answer in a ¼ sheet of paper
- After the students answer the word puzzle, the
teacher will ask question to the students.
1. What happened to the rocks where the plants grow?
2. Do roots have something to do with in the
breakdown of rocks? How?
3. Describe the rocks that you saw in the place where
people and animals often walk-through. How do they
look, like? Why?
Abstraction
T T
- The teacher will discuss the process of
weathering and erosion, and how these
processes turn rocks into soil.
- The teacher will also discuss about the
following:
• Rock Weathering
• different factors that contribute to rock
• Agents of Weathering
• Types of weathering
- Encourage students to ask questions and
participate actively in the discussion.
- Ask the students follow up questions on the
experiment they have done with their group at
the biggening of the class.
Analysis
- The teacher will play a video about earthquake
and volcanoes.
- The teacher will ask the question to student and
let them write their answer to a ¼ sheet of
paper.
1. What are the effects of earthquakes and volcanic
eruptions on people and the environment?
- The teacher will paste a scramble letter in the
board and will let the students volunteer to
unscramble the letters to find the hidden
words.
• AKEQUTHEAR
• TEPLA
RIESABOUND
• NICCAVOL
TIONPURE
• TUDENIMAG
• ANOVOLC
Abstraction
- The teacher will discuss about the changes on
the Earth’s Surface as a result of Earthquakes
and Volcanic Eruptions
- The teacher will also discuss about the
following:
- What is an earthquake?
- Kinds of Earthquake
- Measuring an Earthquake
- Effects of an Earthquake
- Plate Boundaries and Plate Movements
- Volcanic Eruptions
- Types of Volcanic Eruptions
- Effects of Volcanic Eruptions
- The teacher will encourage students to ask
questions and participate actively in the
discussion.
- Ask the students follow up questions on how
the experiment they have done with their group
at the biggening of the class is related to the
lesson.
Application
G G
- The teacher will group the students into 3
groups.
- Each group will be given a question and will
present their answer in front of the class.
Group 1 - How Plants break down rocks?
Group 2 - How Man/ Animals Break down Rocks
Group 3 - How Weather break down rocks
Application
- The teacher will group the students into 2
groups.
- Each group will be given a question and will
present their answer in front of the class.
Group 1- Illustrate the changes on Earth’s surface
as a result of the earthquake through drawing.
Group 2 - Making a poster showing the changes on
earth’s surface as a result of volcanic eruption.

IV. Evaluation

Exercise 1 A Exercise 1 A
Directions: Choose the letter of the correct answer. Directions: Fill in the blanks with the correct answer.
Write your answers in your answer sheet provided. Choose your answers from the box. Write your
___1. It is the breaking down of rocks into fragments. answer in your answer sheet provided.
A. Erosion C. Run off
B. Flooding D. Weathering

___2. A type of weathering that involves change in

the composition of rocks.
A. chemical C. both chemical and mechanical
B. mechanical D. none of the above
(1) ___________ are the rumbling, shaking, or rolling
___3. What do you call the process by which humans
of the Earth’s surface. (2) ___________ earthquake
extract stones from the mountains for construction
occurs when two tectonic plates move suddenly
purpose?
against each other. (3) ___________ earthquake
A. digging C. weathering
occurs in areas that are associated with volcanic
B. flattering D. quarrying
activities. (4) ___________is the energy released by
the earthquake form its focus. The ground around
___ 4. What happen to rock when it is exposed to
above the focus is called the (5) ___________. A (6)
higher temperature?
___________ is a huge wave produced when an
A. contracts C. expands
earthquake occurs under the sea. A (7) ___________
B. evaporates D. sinks
is an opening in the earth’s crust where lava, pyro
clasts, and gases are ejected onto the surface during
___ 5. An open pit mine where rocks can be
eruptions. (8) ___________ begins when pressure on
extracted.
the magma chamber forces magma up through the
A. landfill C. reservoir
conduit and out the volcano’s vents. The greater the
B. open-field D. quarry
viscosity of the magma, the more difficult it is for the
gases to escape from it. In this case, the eruption is a
(9) ___________ one, releasing huge volumes of
tephra. Basaltic magma has relatively low silica
content. It is less viscous, and gases can escape readily
from it. As a result, the volcanic eruption is (10)
___________ and a gentle flow of lava follows.
V. Assignments

A A
Directions: Explain how the following contributes to Direction: Make research about the 1990 Luzon
weathering of rocks. Complete the diagram below by earthquake and answer the following questions. Write
filling out missing information in the circle. Write your answers on a one whole sheet of paper.
your answers in a one whole sheet of paper.
1. When did the 1990 Luzon earthquake happen?
2. What is its magnitude?
3. Where is the epicenter of the 1990 Luzon
earthquake?